PRACTICAL ASPECTS OF THE METHODOLOGY FOR DEVELOPING ECOPEDAGOGICAL COMPETENCIES IN PRIMARY SCHOOL TEACHERS

Abstract

The article reveals the theoretical and methodological foundations for improving the methodology for developing ecopedagogical competencies among future primary school teachers. Particular attention is paid to preparing future teachers for environmentally oriented professional activities and developing their environmental knowledge, ecological thinking, environmental values, responsibility, and practical skills. The significance of the principles of scientific validity, systematicity, integrativity, consciousness, activity, unity of theory and practice, visualization, harmony, and modeling in improving the model for developing ecopedagogical competencies is substantiated.
The content of the motivational-cognitive, activity-practical, reflective-analytical, innovative-integrative, and professional-creative stages of implementing the developed model is revealed. The methodological potential of project-based learning, problem-based learning, Case Study, WebQuest, STEAM technologies, digital educational platforms, virtual laboratories, environmental monitoring, and artificial intelligence-based tools is considered.
It is substantiated that the proposed model contributes to the systematic, staged, and integrative development of ecopedagogical competencies among future primary school teachers and ensures their readiness to organize an environmentally oriented educational process.